JP3073909U - Auxiliary teaching material sheet for arithmetic - Google Patents

Abstract

(57) [Summary] [Problem] To provide an auxiliary teaching material sheet that enables a child to efficiently learn mathematical activities through specific problems. SOLUTION: The first sheet 1 is composed of a pair of sheets.
And a display column 2 of “arithmetic activity sheet” is provided on the front surface a of the second sheet 1 ′, and a heading 3, a purpose column 4, a usage explanation column 5, and a Each of the example columns 6 is provided, and a question / answer column 7 is provided integrally with a corresponding design 10 and / or diagram in the other space 8 on the front surface a, and a point column 11 is attached to the question / answer column 7.
Is provided. On the back side of each sheet, a question corresponding to the question / answer column 7 on the front side is printed.

Description

[Detailed description of the invention]

[0001]

[Technical field to which the invention belongs]

 The present invention relates to a supplementary teaching material sheet for mathematics in accordance with the purpose of so-called mathematical activities, in which children take the initiative and work with a sense of purpose.

[0002]

[Prior art]

 The goal of the mathematics department in the curriculum for elementary schools, which will be implemented from FY2002, is to acquire basic knowledge and skills through mathematical activities on quantities and figures. In class, it is an issue to implement a policy called “arithmetic activity” which is slightly different from the conventional one. By the way, examples of mathematical activities include `` work-like mathematical activities '' such as making things using hands and bodies, and `` experiential mathematical activities '' in which each person actually goes and checks inside and outside the classroom. It shows eight different activities, such as activities, and arithmetic activities using concrete objects around us. In the past, there have been some supplementary teaching materials for mathematics that include patterns, graphs, etc., with the intention of increasing the willingness to learn by appealing to the children's sight, etc., to create interest.

[0003]

[Problems to be solved by the invention]

 However, the mathematical activities indicated in the Guidelines for Learning are a wide range of guidelines as described above, and proposals for supplementary teaching materials that practice them in accordance with a wide range of activities that cannot be captured by conventional teaching materials Although it is an urgent task, the actual situation is that there is no material for teaching materials that can be adequately dealt with, because it is a new example of mathematical activities in the guidelines.

[0004]

[Means for Solving the Problems]

 The present invention was made in view of this situation, and provided questions that give children an opportunity to engage in activities, and used hints in character balloons and sheets showing examples of answers as necessary. In addition to the same questions and answers as those for children, teachers' sheets with `` objectives' 'and `` points of guidance' 'etc. are used, and arithmetic activities are effective. In addition, it aims to realize the intended purpose of the curriculum guidelines so that it can be smoothly developed.

[0005] That is, the present invention is an auxiliary teaching material sheet for mathematics in which each front side a of a pair of sheets is used for a teacher and the back side b is used for a child, and the first sheet 1 and the second sheet 1 are used. 'A' surface a Display column 2 of “arithmetic activity sheet” is provided on the upper part of one side, heading 3 indicating the learning content is provided directly under each display column 2, and target column 4 is displayed under heading 3. An explanation column 5 is provided, and an example column 6 for arithmetic activities is provided below the specific column, and a specific question / answer column 7 along the heading 3 is applied to the center of the front surface and the other side of each sheet. Alternatively, a point column 11 is provided integrally with the chart 10 'and attached to the question / answer column 7, and a question 70 corresponding to the question / answer column 7 on the front surface a is printed on the back surface b of each sheet. Is a technical means.

[0006]

[Embodiment of the invention]

 The supplementary material sheet for mathematics of the present invention is set up with the following activities so that students can study the contents along with the mathematical activities. That is, a. Create a problem that meets the conditions (1 year: Tetsuzan ehon / Hikizan ehon 5 years: Can you create a problem?) B. Investigate the quantity and create a graph (2 years: tanjo day survey 3 years: bout graph) c. Predict and measure length (two years: length-based game) d. G. Look at the multiplication table and expand it to multiplication of the two-digit number (3 years: Looking over the secret of the multiplication table) e. Search for large numbers, decimal numbers, and approximate numbers in your surroundings, and check how numbers work (3 years: Search for large numbers 4 years: Search for large numbers! ・ Find approximate numbers! 5 years: Search for decimal numbers Yeah!) F. Check the multiplication and ratio of fractions using squares (6 years: Examine the secret of calculating true fractions × true fractions! ・ Let's think about how to make equal ratios!) In the form, "1 year: Tashizanehon / Hikizanehon" shown in "A", "2 years: Tanjo Nishirabe" and "2 years long" shown in "B" and "C" A specific example will be described with reference to the drawings.

As shown in FIG. 1, the present invention comprises a pair of an upper first sheet 1 and a lower second sheet 1 ′, and is slightly larger than B4 sheet. The front side a and the back side b are provided for children 1 and 1 'for teachers.

FIG. 2 and FIG. 3 show the one for one year, in which an “arithmetic activity sheet” is displayed on one side (the left side in the figure) of the front surface a of the first sheet 1 and the second sheet 1 ′. Column 2 is provided. For the first year, heading 3 with “Tashizan ehon” printed on the first sheet and “Hikizan ehon” on the second sheet is provided below display field 2. These headings will help you understand the purpose of the content to be learned.

[0009] Reference numeral 4 denotes an aim column provided immediately below the heading 3. In the first sheet 1 together with the word "Aim" and the printed word, "A scene of addition through the creation of an addition problem" The second sheet of paper 1 'is printed with "Enhance the understanding of the subtraction scene through the creation of a subtraction problem." Then the teacher can roughly grasp what the child should understand and what activities should be done through the problem of addition and subtraction on paper 1.1 '.

[0010] Reference numeral 5 denotes a usage explanation column provided below the purpose column 4. In the first sheet 1 below the place where "How to use this sheet" is printed, "3 + 5 story" , And put together the scene of the merger as a picture book "," The story of 2 + 3, let them talk about what the scene represents, and write a sentence that expresses the condition based on it. " On the first sheet of paper 1 ', under "How to use this sheet", "Draw a picture or expression that fits the conditions, and collect the remaining scenes as a picture book." Let them talk about what they represent, and write a sentence that expresses the condition based on that. "

Reference numeral 6 denotes an example column for arithmetic activities, which is provided below the usage explanation column 5. In this column, under the heading "What is arithmetic activity ...?" `` The newly used word means a variety of activities related to arithmetic that the child works on with a sense of purpose, such as the following. '' Below that, "Working mathematical activities: activities such as making things using hands and body" "Experiential mathematical activities: activities that each person actually performs and checks inside and outside the classroom "Mathematical activities using concrete objects: Activities using concrete objects around us" "Investigative mathematical activities: Activities to investigate actual conditions and quantities, etc." "Inquiry mathematical activities: Concepts, properties, Activities to find and create solutions "Developmental arithmetic activities: activities to think about what you have learned" "Applied arithmetic activities: activities to apply what you have learned to various situations" "Comprehensive arithmetic activities: various types of arithmetic" Activities that use knowledge or the knowledge obtained through arithmetic and various types of learning ”The above are listed at the bottom with the words from the Ministry of Education, Elementary School Learning Guideline for Learning and Arithmetic Edition. If there is no space in the second sheet 1 ', the example column 6 of the arithmetic activity can be provided only in the first sheet 1.

Reference numeral 7 denotes a specific question / answer section provided in a space 8 extending from the center of the surface of the sheet 1.1 ′ to the other side (the right side in the figure), other than the above-mentioned title 2 to the example section 6 of the mathematical activity. Yes, there are two problems each with the contents along the heading 3 with the first sheet "Tashizan Ehon" and the second sheet "Hikizan Ehon". In the figure, there is a title 9 of "Tashizanehon" at the top of the first sheet 1 and two questions (including answers) of "3 + 5 stories" and "2 + 3 stories" below and to the left and right. On the left and right problems, an umbrella or cat pattern 10 is drawn, and the meaning of the numbers and letters in the addition is strongly impressed through the visuals by the pattern 10, so it is correct that the question can be easily understood. Care has been taken to get the answer. In the usage explanation column 5 on the left side, it is indicated that the part of "3 + 5 story" is "work activity" and the part of "2 + 3 story" is "development activity". In other words, when the students are allowed to learn the questions in the question / answer column 7, the teacher can recognize that both the work-based arithmetic activity and the developmental arithmetic activity in the instruction manual are learned. It has become.

On the second sheet 1 ′, a question / answer section 7 having two questions “5-2 story” and “6-4 story” under the title “Hikizan ehon” 9 is provided. is there. In this case, too, the intention of the question is clearly shown using the pattern 10 of the dog or the chicken / chick / chick. The section "5-2 story" is "work activity" and the section "6-4 story" is "development activity". The teacher recognizes that this problem can be studied by students in both curriculum and developmental mathematical activities in the curriculum. You can do it.

The front surface a of the first sheet 1 and the second sheet 1 ′ are both for teachers, so the point column 11 expressed by the words “instruction points” and “acceptance” according to the content of the problem. This is indicated by using a lead line 11a at a point to be careful in teaching or at a place where another interpretation holds.

As shown in FIGS. 4 and 5, on the back surface b of the first sheet 1 and the second sheet 1 ′, the problems in the question / answer column 7 printed on the front surface a are corresponded. Print question 70. This back side b does not require the purpose column 4, the usage explanation column 5, and the example column 6 of the arithmetic activity, etc., which are provided for the teacher on the front surface a for children, so that the space can be widened. Numbers and letters are larger and easier to read than those for teachers. However, unlike the Question / Answer column 7 on Form 1.1 ', the place where the answer should be is blank (in some cases, an example of the answer is given), and the answer is blank to allow the child to answer. In the column 71, you can let them draw a picture 10 of an umbrella or a dog as a design 10 (work-like activity), or talk about what the cat or chicken picture represents. In addition to having the students write work inside the box (developed activities) and writing the answers in the box 72 at the bottom, addition and subtraction are established.

FIG. 6 and FIG. 7 show the one for two years, and the display field 2 of the “arithmetic activity sheet” of the first sheet 1 and the second sheet 1 ′ is the same as that for one year. However, Heading 3 is naturally different. Heading 3 of the first sheet is "Tanjo Sunshirabe" and Heading 3 of the second sheet is "Length game", and the purpose column 4 and the usage explanation column 5 are based on the intended contents. The arrangement is the same as that for one year, and the fact that the example column 6 of the mathematical activity is provided below the usage explanation column 5 is no different from the one for one year.

In the question / answer column 7 printed in the space 8 of the first sheet 1, a question is provided with a title 9 of “Tanjo Nishirabe” together with a chart 10 ′. The upper row shows the number of people in figures 10 'in figures, and the lower row of chart 10' is a graph using circles that appeal to the visual sense. Inquiry activities, experiential activities, and developmental activities are indicated with arrows to the left of the question / answer column 7. In other words, in the usage explanation column 5, "Check the birthday and write the results in the table" corresponds to the above "Investigative activities", and "See the table and announce what you noticed." "Exploratory activities" are applicable to each location, and "Experience-based activities" are described in "Looking at a table and making a graph", and "Exploring activities are shown in a "Active activities" and "developing good tables and graphs" correspond to "developing activities". Thus, by using the chart 10 ', it is clarified that learning corresponding to some of the mathematical activities can be acquired by using the "Tanjo Nishirabe" of the first sheet 1. Note that this question / answer column 7 also has a point column 11 in which two "points of guidance" are described, so that teachers can use it as something that requires special attention. The reference numeral 12 is a presentation-related section printed in the margin of the question / answer section 7 with the words "You can use the accompanying presentation material," and sometimes a presentation accessory that is a test accessory. Consideration is given to associating the materials to deepen the understanding of learning and attract children's interest.

In the question / answer section 7 printed in the space 8 of the second sheet 1 ′, a question is provided together with the symbol 10 together with the title 9 of “game for length”. At the top, a horizontal line is drawn, below which the male and female children's designs 10 are arranged in a form that raises questions, and below that, another question is presented with the children's designs 10, and the answer column for the question is displayed. It is provided below. In the question / answer column 7, what you learned was “experiential activities” and “development activities”. It is shown so that teachers can recognize that it corresponds to the mathematical activity of "confirming by using it," "estimating the length of the concrete object, and then measuring it with a ruler." In the point column 11 in the question / answer column 7, in addition to the two "points for guidance" indicated by the leader line 11a, a description of "what to prepare" is provided, and the teacher needs to prepare the child. Things are mentioned as points to note.

As shown in FIGS. 8 and 9, the back side b of the first sheet 1 and the second sheet 1 ′ also has the problem / answer section 7 printed on the front side a for the two years. (Corresponding to space, the question is printed with the paper lengthwise). Since this back side b is for children, it is the same as that for one year that there is no need for the usage explanation column 5 described for teachers. On the back side b of the first sheet 1, the question 70 in the front-side question / answer section 7 is printed together with the chart 10 ′, and the answer is entered numerically in a blank answer section 71 in the chart or a circle. Since it is configured to complete the graph in the above, the child can learn the above-mentioned “investigative activities”, “experiential activities” and the like.

On the back side b of the second sheet 1 ′, a question 70 corresponding to the question in the answer / answer column 7 printed on the front side a is given together with the design 10, and the child makes a direct mark on the horizontal line. Then, the result measured using the length prediction and the actual measurement is entered in the frame 71, and the above-mentioned “experiential activities” and “development activities” are learned.

The above-mentioned one is for one and two years, and the one for three to six years is naturally of increasingly advanced contents. The arrangement of each column shown on the front surface a is unchanged, and the learning effect is enhanced by using the design 10 and the diagram 10 'to directly solve the problem or create a graph while giving interest to the children, thereby increasing the learning effect. There is no change in working according to the purpose of the activity. In addition, the teacher will make copies of the back side sheet b for children according to the number of children and hand them to each child. However, seats can be used, for example, (1) those who work individually in the classroom, (2) those who work in the classroom as a group, group, or the entire class; (3) individual children leave the classroom, It is possible to study in a variety of situations, such as those that are active at home or in the community, and (4) those who leave the classroom in groups, groups, or the entire class and are active in school facilities, homes, and communities.

Although the embodiment of the present invention is as described above, the arrangement of display columns, aim columns, etc., and the positional relationship of the question / answer columns, etc., are shown in the drawing within the range in which the effects of the present invention are achieved. Of course, it is not limited to one.

[0023]

[Effect of the invention]

 The present invention has the above-described embodiment and has the following effects. 1. By using it during the introductory period, it is possible to have an outlook on the contents of learning, to gain a closer familiarity with the contents of learning, and to remind the necessity of the contents of learning. 2. By using it during the course of learning, you can deeply examine the contents of the learning and cultivate a problem awareness. 3. By using it at the time of summarizing the learning, it will be an opportunity to fix the learning content, feel the goodness and enjoyment of the learning content, and to think about the development further. 4. It is expected that children's motivation will be improved since teachers' explanations will focus on children's independent activities. 5. The relationship between real-life activities and arithmetic is clarified, and the goodness and enjoyment of arithmetic can be felt, and impressive learning can be realized. 6. The content is in line with the teaching guidelines for arithmetic activities, and when you look at the surface of the paper, you can naturally recognize what you need to learn, and you can grasp the learning that the child should do in order, so there is no need for teachers to create problems. This reduces the burden on teachers.

[Brief description of the drawings]

FIG. 1 is a side view of the present invention.

FIG. 2 is a front view of the first sheet of the present invention for one year.

FIG. 3 is a front view of the second sheet of the present invention for one year.

FIG. 4 is a rear view of the first sheet of the present invention for one year.

FIG. 5 is a rear view of the second sheet of the present invention for one year.

FIG. 6 is a front view of the first sheet of the present invention for two years.

FIG. 7 is a front view of the second sheet of the present invention for two years.

FIG. 8 is a rear view of the first sheet of the present invention for two years.

FIG. 9 is a rear view of the second sheet of the present invention for two years.

[Explanation of symbols]

 1 First sheet 1 'Second sheet a Front surface b Back surface 2 Display column 3 Heading 4 Aim column 5 How to use column 6 Illustrative column for mathematical activities 7 Question / answer column 8 Space 9 Title 10 Design 10' Chart 11 Point column 12 Presentation material-related column 70 Questions 71 Answer column 72 Standing column

Claims (1)

[Utility model registration claims] 1. Each surface of a pair of sheets is used for teachers,
Arithmetic teaching material sheet with the back side for children, with a display section called "arithmetic activity sheet" on the upper side of one side of the first sheet and the second sheet, and the learning content immediately below each display section Are provided under the heading, an aim column and a usage explanation column are provided, and an example column for arithmetic activities is provided below the heading. The general question / answer column is provided integrally with the design and / or diagram, and the point column is provided along with the question / answer column. Therefore, the question corresponding to the front question / answer column on the back of each sheet. A supplementary teaching material sheet for arithmetic, characterized by printing.